A Guide for Developing Interdisciplinary Thematic Units

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Offers a step-by-step approach to using ITUs to help pupils acquire the knowledge and develop the problem-solving skills required for today's changingand challengingtimes. Addresses the content, technology, diversity, and classroom management of ITUs.Material on curriculum standards, scoring guides, and the relationship between the interdisciplinary thematic unit approach and professional education tests. Extensive coverage of the role of pupil input into ITUs. For future educators.

Patricia L. Roberts joined the faculty of the School of Education at California State University, Sacramento, where she taught courses in children's literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Associate Chair and Chair of the Department of Teacher Education.

Introduction to An Interdiscipinary Thematic Unit

Chapter Introduction

Knowledge and Meaningful

Learning Styles of Learning and Implications for Interdisciplinary Thematic

Instruction Integrated

Curriculum and Related Terms

Curriculum Integration

Summary of Purposes Integrated

Curriculum: A Spectrum of Design Role of Theoretical Origins of Instructional

Styles and their Relation to Constructivism and Integrated

Curriculum Role of the Teacher in an Integrated

Curriculum Role of the Students and Input in an Integrated

Curriculum Role of the School for Optimal

Curriculum Integration

Role of Curriculum Standards

Role of Modern Technology and Community

Resources in an Integrated

Curriculum Beginning an Interdisciplinary

Thematic Unit Facts on Praxis and Other Teacher Tests Summary

If a Colleague, Community Member, or Parent

Asks You Abouthellip

Exercises

Chapter Notes

For Further Reading

Initiating an Interdisciplinary Thematic Unit

Chapter Introduction

Selecting a Theme for an Interdisciplinary Thematic Unit Reviewing

Curriculum Standards Standards and High-Stakes Testing

When All Students Are Expected to Do Well on a Mandated Assessment

Then All Should Be Given Equal Opportunity to

Prepare for it Selecting a Theme

A Beginning Process

Giving the ITU a Name Developing a Scope and Sequence for Content and Instruction